Making an active contribution to enhancing the overall aims of the School.
students towards genuine international-mindedness.
enthusiasm for learning in a multi-cultural environment.
focused and pleasant to be in, and which reflect the school’s declared values.
preparation and setting/marking examination and test papers where necessary.
guidance and/or work according to their needs.
where appropriate to different individual learning styles.
Head of Department, and staff and college meetings as appropriate.
More specifically the teacher will be expected to carry out the following duties:
meetings, and meetings of ad hoc committees formed to enable progress in some
aspect of school life;
As advisor, the teacher will be responsible for a group of students, and will be expected to monitor and support their progress in all aspect of School life throughout their time at the School. Advisors meet with their students regularly, both individually and as group, forming part of the student support system. The role requires a high level of commitment. It is recognised that teachers have varying degrees of counselling experience and training, and if complex issues arise, they should be referred to a more senior or more experienced member of staff. Special cases may be referred to a professional counsellor in consultation with the Director of Residences and/or Principal.
The advisor has a number of reporting duties, and in particular must provide reports on the students’ academic progress, involvement in extra-curricular activities and social and personal qualities. The advisor also prepares draft testimonials for university applications.
The advisor contributes to House organization by doing regular check-ins and participating in House activities. The role however extends beyond this to trying to create a sense of group identity with the students through shared activities.
All staff contribute to the co-curricular programmes and are expected to lead or share leadership in these areas. All students do regular service so staff involvement is essential to maintain a quality programme.
Staff may contribute to an existing activity or offer a new one arising from their own interests and expertise. In many areas, staff act as a liaison or advisor, with students themselves acting as leaders. The equivalent of two afternoons a week involvement on average is the minimum expectation.
There are a number of special events and activities during the year in which staff participate. It is hoped that once established in the School, each staff member will take on a major role in some or all of the following major events that serve the purpose and ethos of the College:
Orientation Programme – with the active involvement of returning second year students, the FP students are given a structured orientation about academic options, residential rules, outdoor activity opportunities, service obligations, and engage in a number of bonding activities within the advisory group. All staff will be involved with their advisees during the week, and others will have major roles to play with the camp, reception of students, and so on.
Change of Pace Days – several times a year, a normal teaching day is substituted by one devoted to a theme or to the ‘Wellness Programme’ e.g. faith and philosophy or conflict resolution. In addition to those responsible for the day, staff act as facilitators or workshop leaders on a volunteer basis.
FP-DP1 Project Week – all first years have the opportunity to travel in mainland China on a staff-led project.
DP2 Project Week – all students participate in a project with the aim of personal challenge in an area that is in harmony with the ethos of the School. Projects range from environmental work to expeditions, service activities, our school initiatives and drama workshops. Staff are encouraged to act as leaders and help with planning, particularly for service projects working with an external agency.
Staff is expected to participate in one of the Project Weeks each year, or perform residential duties on campus in lieu as required.
Special features of the School – the Theory of Knowledge programme, International and Cultural Affairs, International Evenings, Open Days, University guidance and spontaneous student-run activities, all benefit from voluntary staff input. It is assumed that staff will give willingly of their time and expertise when they can.
Teaching staff are therefore required to offer a full, all-round commitment to the academic, co-curricular, residential, advisory and informal/social aspects of school life. Staff must expect to work intensively during the time that School is in session.